Possible pupils' confrontations with cognitive conflict as a teaching strategy of mathematical concepts

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13440%2F21%3A43896341" target="_blank" >RIV/44555601:13440/21:43896341 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.semt.cz/proceedings/semt-21.pdf" target="_blank" >https://www.semt.cz/proceedings/semt-21.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Possible pupils' confrontations with cognitive conflict as a teaching strategy of mathematical concepts

Popis výsledku v původním jazyce

As one of the strategies for developing understanding of mathematical concepts, teachers across grades use the cognitive conflict strategy. They present pupils with tasks or questions that they expect to evoke first contradiction and then ?better? knowledge as a result of confronting an individual with the cognitive conflict. In this paper, we present two case studies that monitor the learning process of pupils between Grade 4 to Grade 5 in the situation where teachers wanted to provoke cognitive conflict in different contexts. We try to show that the mere presence of a contradiction does not necessarily mean induction of cognitive conflict. Moreover, if the cognitive conflict is evoked, it does not necessarily mean that the pupil can find its core or that they solve it in the desired way.

Název v anglickém jazyce

Possible pupils' confrontations with cognitive conflict as a teaching strategy of mathematical concepts

Popis výsledku anglicky

As one of the strategies for developing understanding of mathematical concepts, teachers across grades use the cognitive conflict strategy. They present pupils with tasks or questions that they expect to evoke first contradiction and then ?better? knowledge as a result of confronting an individual with the cognitive conflict. In this paper, we present two case studies that monitor the learning process of pupils between Grade 4 to Grade 5 in the situation where teachers wanted to provoke cognitive conflict in different contexts. We try to show that the mere presence of a contradiction does not necessarily mean induction of cognitive conflict. Moreover, if the cognitive conflict is evoked, it does not necessarily mean that the pupil can find its core or that they solve it in the desired way.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Broadening experiences in elementary school mathematics

ISBN

978-80-7603-260-6

ISSN

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e-ISSN

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Počet stran výsledku

9

Strana od-do

261-279

Název nakladatele

Charles University, Faculty of Education

Místo vydání

Praha

Místo konání akce

Praha

Datum konání akce

22. 8. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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